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9A.2
talk about teaching (X) catch a fish (7) go swimming (4) go ice-skating (X) sunbathing(5) play tennis (X) cook (2) go out to eat (3) rent a house (1) go sailing (6) laugh a lot (8)
She didn't talk about teaching, ice-skating or tennis.
For help with verbs go/play/do + activities, see Unit 9C.
9A.3
1. They travelled to Cabo Frio by car. Correct
2. They stayed for 10 days. Wrong - they stayed for a week.
3. They were quite far from the beach. Wrong - they were close.
4. The men cooked every day. Wrong - the women shared the cooking (or they went out to eat).
5. It was a bit too hot. Wrong - it was lovely.
6. They swam in the afternoons. Wrong - they swam in the mornings.
7. Fernanda went snorkelling for the first time. Correct
8. The men and women played football together. Wrong - the men played together.
9. She went shopping a lot with two women from her family. Correct
10. There weren't many children in Cabo Frio. Wrong - there were a lot of children.
11. Fernanda says she wants to have a baby soon. Wrong - she says Wait and see!
9A.4
Last January I went to Cabo Frio with Thiago and our families. We drove there in my brother-in-law's car because it's bigger than ours. We rented a big house for a week. It was really close to the beach and shops. There were a lot of us but we shared the cooking or went out to eat, so the women had a break too.
The weather was lovely of course. We went swimming every morning and sunbathed on the beach or played volleyball. One day we went sailing and I caught a fish! I went snorkelling for the first time too. After lunch we had a siesta every day. I've never done that before - it was wonderful! Later on in the afternoons, the guys played football and, while they were playing, I went for walks around the shops with my sister-in-law and niece.
In the evenings, we all had dinner together and sat around laughing and joking all night. Although three of us are teachers, we didn't talk about teaching for a moment! It was great. In Cabo Frio there were lots of young parents of our age with children. I was watching the children and thinking they could be mine. Then Thiago asked me "Are you getting broody?" Wait and see!
9A.5
in the afternoons and in the evenings
9A.6
1. a guy = a man guys = men and/or women (in US English) - Come on guys, let's go.
broody = you feel broody when you want to have a baby.
2. I'm meeting him later on tonight. Later on is more informal than later.
Wait and see if you get the job. Be patient.
I can't wait to see her. I want to see her very much.
I`m going to do the shopping or I`m going to do the cooking is used when you have something specific to buy or cook.
When you say he`s cooking or I'm going shopping you're talking more generally about the activity.
He spent the morning on the beach. He was on the sand and maybe went swimming etc.
He spent the morning at the beach. He was at that general location, maybe walking around, meeting people etc.
3. Name three more things you can share, drive and catch
E.g. share a room/the bill/textbooks/the housework/your problems/her thoughts/his feelings etc.
drive a bus/a coach/a train. All this work drives me to drink. It means all this work makes me very worried. To drive someone to drink is a common expression!
catch a cold/a bus/a coach/a train/a plane/a ball/an animal, etc
Professional tip
What can you elicit?
. vocabulary
. grammar structures and rules
. corrections
. information and knowledge
. just about anything!
How can you elicit?
. with pictures, drawings, wall charts
. with prompts eg giving a first letter or sound
. by saying "Question?" or pointing to a ? on the board.
Advantages
Eliciting
. builds confidence
. makes students more involved in the lesson
. helps students to remember and produce language (from passive understanding to active use)
. encourages students to speak more English
Obviously, you can only elicit what you think your might students know.
Disadvantages
Eliciting
. takes more time than telling the students
. doesn't always involve every student (the stronger students tend to dominate, and some (lazier) students prefer to wait for you to tell them, etc.)
. vocabulary
. grammar structures and rules
. corrections
. information and knowledge
. just about anything!
How can you elicit?
. with pictures, drawings, wall charts
. with prompts eg giving a first letter or sound
. by saying "Question?" or pointing to a ? on the board.
Advantages
Eliciting
. builds confidence
. makes students more involved in the lesson
. helps students to remember and produce language (from passive understanding to active use)
. encourages students to speak more English
Obviously, you can only elicit what you think your might students know.
Disadvantages
Eliciting
. takes more time than telling the students
. doesn't always involve every student (the stronger students tend to dominate, and some (lazier) students prefer to wait for you to tell them, etc.)
9A.7
1. d
2. c
3. b
4. e
5. c
6. e and a
9A.8
1.b 2.a 3.d 4.f 5.c 6.e 7.h
9B.13
The letter t (in went) often disappears before consonant sounds when speaking.
9B.14
1. goes around/walks around
2. sit around
3. come around/walk around
4. fooling/playing around
5. be around/come around
6. walked/came around/went around
9B.15
1. There was a lot of wind.
2. Sun, sea and sand, how perfect!
3. There was rain all week.
4. It's going to be a cloudy day.
5. Did you hear the thunder yesterday?
9B.17
1. Where did you go?
2. When did you go there?
3. Who did you go with?
4. Where exactly did you stay?
5. How long were you there (for) ?
6. What was the weather like?
7. What did you do in the mornings?
8. What did you do in the afternoons and evenings?
9. What was the best thing about the holiday?
10. Would you like to go there again?
The voice usually goes down at the end of Wh- questions (that includes how questions)
9C.1
go by car/bus/bike
go on holiday/foot
go out (on Saturday night)
go out (with someone)
go home (by taxi)
go to bed/work/school (early/late)
go to university/hospital/church/prison
go to a (restaurant/conference)
go to the beach/cinema
go for a walk/run
go running/shopping/swimming
9C.3
We use
- go + verb + -ing for activities
- play for sports and (ball)games - without an article. You can also play cards.
- do + martial arts, athletics and types of exercise - again without an article.
9C.4
go snorkelling (pause) I
go swimming (pause) J
go water-skiing (pause) K
go jogging (pause) D
go skating (pause) H
go cycling (pause) A
go sightseeing (pause) G
go fishing (pause) C
go dancing (pause) B
go shopping (pause) F
go motor-racing (pause) E
9C.6
L baseball
M basketball
N football
O golf
P monopoly
Q tennis
R volleyball
S beach tennis
9C.7
Games: chess, draughts, cards, scrabble, frisbee, etc.
Ball games: tennis, handball, rugby, cricket, table tennis, etc
9C.8
T do aerobics
U do athletics
V do boxing
W do capoeira
X do exercise
Y do judo
Z do karate
AA do tai chi
AB do yoga
9C.10
Last year I played a lot of sport and my wife did a lot of exercise too. I played football once a week and went swimming. My wife did judo and played golf. She said she preferred doing judo and gave up playing golf this year. I don't know what she's going to do with all the equipment and clothes she bought. There's so much of it. I'd like to play basketball but I haven't got enough time. Anyway we're both very fit because we go dancing most Saturday nights.
9D.1
He's been in Brazil for only 2 days. He's from England. He likes coffee. He's a lecturer at City College in London, often goes to conferences and travels a lot. He's giving a practical talk on Thursday about ways to help learners speak more English in class. His surname's Knapp. He's staying in a hotel for four nights. He's in room 518, a double room on the fifth floor. Last night he couldn't sleep because there were men working in the next room so he's moving to another room. It's now his second day at the conference and he's a bit tired. He didn't enjoy the last talk he saw. He's got a good ear for languages. He's now having lunch with Fernanda.
9D.2
1. She thinks the food looks really delicious.
2. It's a self-service (or 'por kilo') restaurant.
3. Rob has a pineapple juice to drink.
4. Rob's surprised how little Fernanda eats.
5. Fernanda's main meal is usually dinner.
6. Rob has a dessert.
7. Fernanda recommends the passion fruit mousse.
9D.3
R: Wow, look at all that food!
F: Yes, it looks really delicious.
R: How does this restaurant work?
F: Well, you take a plate, get your food and weigh it at the end.
R: What a good idea.
F: Would you like a drink?
R: Yes, I'd love a juice.
F: What type?
R: A pineapple juice, please. You haven't got much food there.
F: No, I only eat salad at lunch time. I usually have a big dinner with my husband.
R: Oh, you're married!
F: Yes! For a year.
R: I think I'll have a dessert.
F: Go for it. I'd love one but I'm on a diet.
R: What do you recommend?
F: Try the passion fruit mousse. And don't forget to take this paper with you!
9D.4
1. to 2. for 3. to 4. a 5. Is 6. a 7. 's 8. many 9. a 10. to
9D.5
1. Good afternoon. How many people?
2. Let me show you to your table. This way, please.
3. Are you ready to order?
4. Would you like a starter?
5. And for your main course?
6. And to drink?
7. Is everything OK?
8. Would you like a dessert?
9. Would you like a coffee?
10. Here's your change.
9D.6
Example
Good afternoon. How many people?
A table for two please.
Let me show you to your table. This way, please.
Thank you.
Are you ready to order?
Yes I think so.
Would you like a starter?
Yes, I'd like some soup, please
And for your main course?
I'll have the steak, please.
And to drink?
A diet coke, please
Is everything OK?
Yes, it's delicious.
Would you like a dessert?
No thank you.
Would you like a coffee?
No thanks, just the bill
Sorry for the delay. Here's your change.
Thanks very much. That was great.
9D.8
How to set up and run a role-play in class.
- set a clear context (e.g. imagine you're in a television studio/at the station, etc.)
- decide which person they want to be
- give role cards
- tell students not to show their role cards to other students (if appropriate)
- give them time to read
- check they understand the information on the role card
- prepare their ideas first
- monitor and help
- give examples yourself so they laugh at you first
- they do the role play
- perhaps ask for a volunteer pair/group to do it in front of the class
- don't force anyone to do a role-play if they don't want to
Here is some useful Teacher language for roleplays:
"Read aloud in pairs".
"Use the information on the role cards."
"Imagine you're in a television studio/on the beach/at the station."
"Improvise the scene."
"Invent a character."
"Is the context clear?"
"Do you understand the information on the role card?"
"I'll give you time to read it."
"Prepare your ideas before you do the role play."
9E.1
1. Wrong. We drove there in my brother-in-law's car.
2. Right.
3. Wrong. There were lots of us.
4. Wrong. We went swimming every morning.
5. Right.
6. Wrong. After lunch we had a siesta every day.
7. Right.
8. Right.
9. Right.
10. Wrong. Would you like a drink?
11. Wrong. How often do you do capoeira?
12. Wrong. We play volleyball once a week
13. Right.
9E.2
1. I love playing aerobics.
2. January is my favourite month.
3. There were lots of families on the beach.
4. Can you play volleyball?
5. I didn't recognise you.
6. I'm sure she's had plastic surgery.
7. What a beautiful baby!
8. Did you mention our holiday?
9. This food's delicious.
10. Can you confirm your name and address?
11. Take a plate and help yourself.
12. Exercise is good for you.
13. It cost me a fortune.
14. He's interested in the martial arts.
15. We live in a small apartment in Rio de Janeiro.
16. He likes playing basketball and volleyball.
17. She got furious when she saw the damage.
9E.3
1. We're going in my sister's car.
2. We're staying there for a week.
3. My house is very close to the shops.
4. I love sunbathing on the beach.
5. They went for a walk every afternoon.
6. Look at all those people.
7. I'll see you at the end of the show.
8. I'm going on a diet tomorrow.
9. She's going to the hospital with him.
10. He eats a lot at dinner time.
9E.4
| ENGLISH | PORTUGUESE |
| (from 9A) | |
| 1. We drove there in my brother-in-law's car. | Nós fomos até lá com o carro do meu cunhado. |
| 2. It's bigger than ours. | O carro dele é maior do que o nosso. |
| 3. We rented a house for a week. | Nós alugamos uma casa por uma semana. |
| 4. It was really close to the beach and shops. | Era bem perto da praia e do comércio. |
| 5. We shared the cooking. | Nós dividimos a tarefa de cozinhar. |
| 6. The women had a break too. | As mulheres também tinham folga. |
| 7. After lunch we had a siesta every day. | Depois do almoço nós tiravámos uma siesta todos os dias. |
| 8. I've never done that before. | Eu nunca tinha feito isso antes. |
| 9. While they were playing, I went for a walk. | Enquanto eles estavam jogando, eu fui caminhar. |
| 10. We didn't talk about teaching. | Nós não conversamos sobre aulas. |
| 11. Are you getting broody? | Você está ficando deprimida? |
| 12. There were lots of young parents of our age. | Havia muitos pais jovens da nossa idade. |
| (from 9B) | |
| 13. Look at all that food! | Veja, toda aquela comida! |
| 14. It looks really delicious. | Parece que está uma delícia. |
| 15. Would you like a drink? | Você gostaria de beber algo? |
| 16. I'd love a juice. | Eu adoraria um suco. |
| 17. You haven't got much food there. | Você não pôs muita comida. |
| 18. I think I'll have a dessert. | Eu acho que eu vou comer uma sobremesa. |
| 19. What do you recommend? | O que você sugere? |
| 20. Try the passion fruit mousse. | Experimente o mousse de maracujá. |
9E.6
1. How did you get/go there?
6. What did you do after lunch?
8. What did you do while the men were playing football?
11. Were there lots of (many) young parents (of) your age?
18. Would you like anything else?
à go to Unit 10 A